《二语习得理论》PPT课件

2020 4 5Fall2003 1 38 TheoreticalApproachestoSecondLanguageLearning DifferencesinLearningL1 L2BehaviorismInnatismInformationProcessingConnectionismTheInteractionistPosition 2020 4 5Fall2003 2 38 DifferencesinLearningL1 L2 Achildoradultlearningasecondlanguageisdifferentfromachildacquiringafirstlanguageintermsofboth1 learnercharacteristicsand2 learningconditions 2020 4 5Fall2003 3 38 DifferencesinLearningL1 L2 LearnerCharacteristics1 Knowledgeofanotherlanguage2 Cognitivematurity3 Metalinguisticawareness4 Knowledgeoftheworld5 Nervousnessaboutspeaking 2020 4 5Fall2003 4 38 DifferencesinLearningL1 L2 LearningConditions6 Freedomtobesilent7 Ampletime contact8 Correctivefeedback form grammarandpronunciation9 Correctivefeedback meaning wordchoice10 Modifiedinput 2020 4 5Fall2003 5 38 DifferencesinLearningL1 L2 Summary SLA SecondLanguageAcquisition theoriesneedtoaccountforlanguageacquisitionbylearnerswithavarietyofcharacteristicsandlearninginavarietyofcontexts 2020 4 5Fall2003 6 38 TheoreticalApproachestoLanguageAcquisition 2020 4 5Fall2003 7 38 Behaviorism Skinner languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement Fourcharacteristicsofbehaviorism 1 imitation 2 practice 3 reinforcement and4 habitinformationLado 1964 CAApersonlearninganL2startsoffwiththehabitsformedintheL1andthesehabitsinterferewiththenewonesneededfortheL2 2020 4 5Fall2003 8 38 AmericanStructurismandBehaviorism DominanttheoriesinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s It spsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism ThegoalofCA todiscovertheproblemsthatforeignlanguagestudentswouldencounterinthelearningprocess AndtoincreasetheefficiencyinL2teachingandtesting 2020 4 5Fall2003 9 38 NegativeTransfer LadoproclaimedthatmostofthedifficultiesoriginatedfromthedifferencesbetweenL1andL2 Hebelievedthatthemoredifferentthetwolanguagesare themoredifficultlearningwouldbe andbyknowingthis wecouldpredictwhaterrorswouldappear 2020 4 5Fall2003 10 38 astrongandaweakformofCA Ladoandhisfollowersevenprovidedthedegreeofdifferencesbetweentwolanguages ThereexistedastrongandaweakformofContrastiveAnalysis Wardhaugh1970 ThestrongformclaimsthatallL2errorscanbepredicatedbyidentifyingthedifferencesbetweenthetargetlanguageandthelearner sL1 Theweakformofthehypothesisclaimstobediagnostic Tocheckwherecouldbeerroneous 2020 4 5Fall2003 11 38 ContrastiveAnalysis CA ContrastiveAnalysiswasrootedinthepracticalneedtoteachaL2inthemosteffectivewaypossible It spsychologicalbaseisbehaviorismandlinguisticbaseisstructuralism RobertLado advocatedtheapproachofContrastiveAnalysisinhisfirstBook LinguisticsAcrossCulture 1957 2020 4 5Fall2003 12 38 Behaviorism BehaviorismwasoftenlinkedtotheContrastiveAnalysisHypothesis CAH ItpredictsthatwheretherearesimilaritiesbetweentheL1andthetargetlanguage thelearnerwillacquiretarget languagestructureswithease wheretherearedifferences thelearnerwillhavedifficulty 2020 4 5Fall2003 13 38 MoreDefinitionofCA CA isanapproachtothestudyofSLAwhichinvolvepredictingandexplaininglearnerproblemsbasedonacomparisonofL1andL2todeterminesimilaritiesanddifferences ItwasheavilyinfluencedbytheorieswhichisdominantinlinguisticsandpsychologywithintheUSAthroughoutthe1940sand1950s 2020 4 5Fall2003 14 38 Behaviorism CriticismsabouttheCAH Thoughalearner sL1influencestheacquisitionofanL2 NotallerrorspredictedbytheCAHareactuallymade ManyoftheerrorswhichlearnersmakearenotpredictableonthebasisoftheCAH SomeerrorsaresimilaracrosslearnersfromavarietyofL1backgrounds 2020 4 5Fall2003 15 38 Behaviorism Summary TheL1influencemaynotsimplybeamatterofthetransferofhabits butamoresubtleandcomplexprocessofidentifyingpointsofsimilarity weighingtheevidenceinsupportofsomeparticularfeature andevenreflectingaboutwhetheracertainfeatureseemsto belong inthestructureoftheL2 2020 4 5Fall2003 16 38 Innatism Competencevs PerformanceUniversalGrammar UG inrelationtosecondlanguagedevelopmentKrashen s monitormodel 2020 4 5Fall2003 17 38 Innatism Competencevs Performance语言能力对语言运用 Competence语言能力 Itreferstotheknowledgewhichunderliesourabilitytouselanguage Performance语言运用 Itreferstothewayapersonactuallyuseslanguageinlistening speaking reading andwriting Performanceissubjecttovariationsduetoinattentionorfatiguewhereascompetence atleastforthematurenativespeaker ismorestable 2020 4 5Fall2003 18 38 Innatism Competencevs Performance SLA secondlanguageacquisition researchersfromtheUGperspectivearemoreinterestedinthelanguagecompetence i e knowledgeofcomplexsyntax ofadvancedlearnersratherthaninthesimplelanguageofearlystagelearners Theirinvestigationsofteninvolvecomparingthejudgmentsofgrammaticality 合乎语法性 madebyL2andL1learners ratherthanobservationsofactuallanguageperformance i e useoflanguage 2020 4 5Fall2003 19 38 Innatism UniversalGrammar HowUGworksinL2development Twodifferentviews 1 ThenatureandavailabilityofUGinL2acquisitionisnodifferentfromthatwhichishypothesizedtoguideL1learners AdultL2learnersneitherneednorbenefitfromerrorcorrectionandmetalinguisticinformation 元语言信息 Thesethingschangeonlythesuperficialappearanceoflanguageperformanceanddonotaffecttheunderlyingcompetenceofthenewlanguage 2020 4 5Fall2003 20 38 Innatism UniversalGrammar HowUGworksinL2development Twodifferentviews 2 UGmaybepresentandavailabletoL2learners butitsexactnaturehasbeenalteredbytheprioracquisitionofthefirstlanguage L2learnersneedtobegivensomeexplicitinformationaboutwhatisnotgrammatical 不符合语法规则的 intheL2 Otherwise theymayassumethatsomestructuresoftheL1haveequivalentsintheL2when infact theydonot 2020 4 5Fall2003 21 38 Innatism Krashen s monitormodel Theacquisition learninghypothesisThemonitorhypothesisThenaturalorderhypothesisTheinputhypothesisTheaffectivefilterhypothesis 2020 4 5Fall2003 22 38 Innatism Krashen s monitormodel Theacquisition learninghypothesis 1 Acquisition weacquireL2knowledgeasweareexposedtosamplesoftheL2whichweunderstandwithnoconsciousattentiontolanguageform Itisasubconsciousandintuitive 凭直觉获知的 process Learning welearntheL2viaaconsciousprocessofstudyandattentiontoformandrulelearning 2020 4 5Fall2003 23 38 Innatism Krashen s monitormodel Theacquisition learninghypothesis 2 Krashenarguesthat acquisition isamoreimportantprocessofconstructingthesystemofalanguagethan learning becausefluencyinL2performanceisduetowhatwehaveacquired notwhatwehavelearned Learningcannotturnintoacquisition Manylearnersmay know rulesbutfailtoapplythem Learnersneedtodoasmuchacquiringaspossibleinordertoachievecommunicativefluency 2020 4 5Fall2003 24 38 Innatism Krashen s monitormodel Themonitorhypothesis 1 Theacquiredsystemactstoinitiatethespeaker sutterancesandisresponsibleforfluencyandintuitivejudgmentsaboutcorrectness whereasthelearnedsystemactsonlyasamonitor makingminorchangesandpolishingwhattheacquiredsystemhasproduced 2020 4 5Fall2003 25 38 Innatism Krashen s monitormodel Themonitorhypothesis 2 Learnersusethemonitoronlywhentheyarefocusedmoreonbeing correct thanonwhattheyhavetosay whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules andwhentheyactuallyknowthoserules Sinceknowingtherulesonlyhelpsthespeakersupplementwhathasbeenacquired thefocusoflanguageteachingshouldbeoncreatingconditionsfor acquisition ratherthan learning 2020 4 5Fall2003 26 38 Innatism Krashen s monitormodel Themonitorhypothesis 3 Criticisms Itisverydifficulttoshowevidenceof monitor use Itisimpossibletodeterminewhathasbeenproducedbytheacquiredsystemandwhatistheresultofmonitoruse Krashen sclaimthatlanguagewhichisproducedquicklyandapparentlyspontaneouslymusthavebeenacquiredratherthanlearnedleavesuswithasomewhatcirculardefinition 2020 4 5Fall2003 27 38 Innatism Krashen s monitormodel Thenaturalorderhypothesis 1 L2learnersacquirethefeaturesoftheTLinpredictablesequences Contrarytointuition theruleswhichareeasiesttostate andthusto learn arenotnecessarilythefirsttobeacquired e g theruleforaddingan stothirdpersonsingularverbsinthepresenttense 2020 4 5Fall2003 28 38 Innatism Krashen s monitormodel Thenaturalorderhypothesis 2 Thenaturalorderisindependentoftheorderinwhichruleshavebeenlearnedinlanguageclasses basedonKrashen sstudiesofgrammaticalmorphemes SubsequentresearchhasconfirmedthatlearnerspassthroughsequencesorstagesinL2development 2020 4 5Fall2003 29 38 Innatism Krashen s monitormodel Theinputhypothesis 1 Thelearneracquireslanguageinonlyoneway byexposuretocomprehensibleinput Iftheinputcontainsformsandstructuresjustbeyondthelearner scurrentlevelofcompetenceinthelanguage i 1 thenbothcomprehensionandacquisitionwilloccur 2020 4 5Fall2003 30 38 Innatism Krashen s monitormodel Theinputhypothesis 2 Thecomprehensibleinput i 1 hypothesisappealstointuition buthasnotbeensubstantiatedbyempiricalstudies e g undirectedpleasurereadingasasourceofcomprehensibleinput 2020 4 5Fall2003 31 38 Innatism Krashen s monitormodel Theaffectivefilterhypothesis 1 Affect referstosuchthingsasmotives needs attitudes andemotionalstates The affectivefilter isanimaginarybarrier whichpreventslearnersfromacquiringlanguagefromtheavailableinput Dependingonthelearner sstateofmindordisposition thefilterlimitswhatisnoticedandwhatisacquired Alearnerwhoisstressed upset anxious self conscious orunmotivatedmay filterout input makingitunavailableforacquisition 2020 4 5Fall2003 32 38 Innatism Krashen s monitormodel Theaffectivefilterhypothesis 2 Itappearstohaveimmediateimplicationsforclassroompractice Teachersshouldhelpstudentstolowertheaffectivefilterinlanguagelearning Italsoappealsintuitivelytothosewhohavetriedunsuccessfullytolearnalanguageinconditionswheretheyfeltstressedoruncomfortable However itisdifficulttobesurethataffectivefactorscausethedifferencesinlanguageacquisition 2020 4 5Fall2003 33 38 Innatism Krashen s monitormodel hypothesis theory SummaryKrashen s monitormodel i e acquisitionvs learning monitor naturalorder comprehensibleinput andaffectivefilter hasbeenveryinfluentialinsupportingcommunicativelanguageteaching CLT whichfocusesonusinglanguageformeaningfulinteractionandforaccomplishingtasks ratherthanonlearningrules MostteachersandresearchersseeKrashen shypothesesintuitivelyappealing butthosehypothesesarehardtobetestedbyempiricalevidence 2020 4 5Fall2003 34 38 Informationprocessing CognitivepsychologistsworkinginthismodelseeL2acquisitionasthebuildingupofknowledgesystemsthatenablesthelearnertousethelanguageautomatically Theydonotassumethatthereisadifferencebetweenacquisitionandlearning Twoimportantmodels attention processing noticing modelandrestructuringModel 2020 4 5Fall2003 35 38 Informationprocessing Attention processing noticing model Itisassumedthatthereisalimittotheamountofinformationahumancanpayattentiontoandlearnatonetime Gradually throughexperienceandpractice learnersbecomeabletousecertainpartsofthelanguageautomatically Automaticlanguageperformancemayoriginatefromintentionalorconsciouslearning i e noticing McLaughlin Schmidt Everythingwecometoknowaboutthelanguagewasfirst noticed consciouslybeforewelearnit 2020 4 5Fall2003 36 38 Informationprocessing RestructuringModel Sometimesthingswhichweknowanduseautomaticallymaynotbeexplainableintermsofagradualbuild upofautomaticitythroughpractice Theyseemrathertobebasedontheinteractionofknowledgewealreadyhave orontheacquisitionofnewknowledge withoutextensivepractice whichfitsintoanexistingsystemandcausesittoberestructured Thiscanleadtoapositiveornegativeoutcome e g Isaw Iseed or Isawed overapplyingthegeneralrule 2020 4 5Fall2003 37 38 Connectionism Connectionistsarguethatwhatisinnateissimplytheabilitytolearn notanyspecificallylinguisticstructure Theyattributegreaterimportancetotheroleoftheenvironmentinlanguagelearning andseetheinputastheprincipalsourceoflinguisticknowledge Eventually alearnerdevelopsstrongermental connections betweentheelementss hehaslearned andthusonesituationalorlinguisticelementwillactivatetheother s inthelearner smind 2020 4 5Fall2003 38 38 Connectionism FindingsofconnectionistResearch Alearningmechanismcannotonlylearnwhatithearsbutcanalsogeneralize eventothepointofmakingovergeneralization 过分概括 errors Thesestudieshavedealtalmostexclusivelywiththeacquisitionofvocabularyandgrammaticalmorphemes 词素 thatis aspectsofthelanguagewhichinnatistswillgrantmaybeacquiredlargelythroughmemorizationandsimplegeneralization 2020 4 5Fall2003 39 38 TheInteractionistPosition SLAtakesplacethroughconversationalinteraction Hatch Pica andLong LongseesmodifiedinteractionasthenecessarymechanismfortheL2acquisition Whatlearnersneedisnotnecessarilysimplificationofthelinguisticformsbutratheranopportunitytointeractwithotherspeakers Researchshowsthatnativespeakersconsistentlymodifytheirspeechinsustainedconversationwithnon nativespeakers 2020 4 5Fall2003 40 38 TheInteractionistPosition TherelationshipbetweenmodifiedinteractionandSLA Long 1 Interactionalmodificationmakesinputcomprehensible 2 Comprehensibleinputpromotesacquisition Therefore 3 Interactionalmodificationpromotesacquisition 2020 4 5Fall2003 41 38 TheInteractionistPosition Modifiedinteractioninvolveslinguisticsimplificationsandconversationalmodifications Examplesofconversationalmodifications elaboration slowerspeechrate gesture additionalcontextualcues comprehensionchecks clarificationrequests andself repetitionorparaphrase ResearchhasdemonstratedthatconversationaladjustmentscanaidcomprehensionintheL2 2020 4 5Fall2003 42 38 TheInteractionistPosition Vygotsky ssocioculturaltheoryLanguagedevelopmenttakesplaceinthesocialinteractionsbetweenindividuals L2learnersadvancetohigherlevelsoflinguisticknowledgewhentheycollaborateandinteractwithspeakersoftheL2whoaremoreknowledgeablethantheyare Lantolf Alearneriscapabletolearninthezoneofproximaldevelopment ZPD whenthereissupportfrominteractionwithamoreadvancedinterlocutor 2020 4 5Fall2003 43 38 TheInteractionistPosition ThedifferencebetweenVygotsky ssocialculturaltheoryandotherinteractionisttheories 2020 4 5Fall2003 44 38 Summary Thereisnoagreementona complete theoryofsecondlanguageacquisitionyet Eachtheoreticalframeworkhasadifferentfocusanditslimitations Behaviorism emphasizingstimuliandresponses butignoringthementalprocessesthatareinvolvedinlearning Innatism innateLAD basedonintuitionsInformationprocessingandconnectionism involvingcontrolledlaboratoryexperimentswherehumanlearningissimilartocomputerprocessing Interactionistposition modificationofinteractionpromoteslanguageacquisitionanddevelopment 2020 4 5Fall2003 45 38 45 TheoreticalApproachestoL1Acquisition Behaviorism SaywhatIsayInnatism It sallinyourmindInteractionist Developmentalperspectives Learningfrominsideandout 2020 4 5Fall2003 46 38 46 Behaviorism SaywhatIsay Skinner languagebehavioristheproductionofcorrectresponsestostimulithroughreinforcement Languagelearningistheresultof1 imitation word for wordrepetition 2 practice repetitivemanipulationofform 3 feedbackonsuccess positivereinforcement and4 habitformation Thequalityandquantityofthelanguagethatthechildhears aswellastheconsistencyofthereinforcementofferedbyothersintheenvironment wouldshapethechild slanguagebehavior 2020 4 5Fall2003 47 38 47 Behaviorism SaywhatIsay Children simitationsarenotrandom Theirimitationisselectiveandbasedonwhattheyarecurrentlylearning Theychoosetoimitatesomethingtheyhavealreadybeguntounderstand ratherthansimplyimitatingwhatisavailableintheenvironment Children spracticeofnewlanguageformsThewaytheypracticenewformsisverysimilartothewayforeignlanguagestudentsdosubstitutiondrills Theirpracticeoflanguageformsisalsoselectiveandreflectswhattheywouldliketolearn Theyareofteninchargeoftheconversationwithadults 2020 4 5Fall2003 48 38 48 Behaviorism SaywhatIsay However imitationandpracticealonecannotexplainsomeoftheformscreatedbychildren Childrendopickoutpatterns rulesandthengeneralizeorovergeneralizethemtonewcontexts seeexamplesonpp 13 14 Sohecandocmylittlebump showingtheunderstandingofthesuffix er or I mhiccingup showingtheunderstandingoftwo wordverbssuchas standingup and pickingup Father I dliketoproposeatoast Child I dliketoproposeapieceofbread Mother Iloveyoutopieces Child Iloveyouthreepieces Aredogscanwiggletheirtails Arethisishot YoutookallthetowelsawaybecauseIcan tdrymyhands 2020 4 5Fall2003 49 38 49 Innatism It sallinyourmind Chomskyarguesthatbehaviorismcannotprovidesufficientexplanationsforchildren slanguageacquisitionforthefollowingreasons Childrencometoknowmoreaboutthestructureoftheirlanguagethantheycouldbeexpectedtolearnonthebasisofthesamplesoflanguagetheyhear Thelanguagechildrenareexposedtoincludesfalsestarts incompletesentencesandslipsofthetongue andyettheylearntodistinguishbetweengrammaticalandungrammaticalsentences Childrenarebynomeanssystematicallycorrectedorinstructedonlanguagebyparents 2020 4 5Fall2003 50 38 50 Innatism It sallinyourmind LAD animaginary blackbox existingsomewhereinthebrain LADcontainsallandonlytheprincipleswhichareuniversaltoallhumanlanguages i e UniversalGrammar UG FortheLADtowork childrenneedaccessonlytosamplesofanaturallanguage whichserveasatriggertoactivatethedevice OncetheLADisactivated childrenareabletodiscoverthestructureofthelanguagetobelearnedbymatchingtheinnateknowledgeofbasicgrammaticalprinciples UG tothestructuresoftheparticularlanguageintheenvironment 2020 4 5Fall2003 51 38 51 Innatism It sallinyourmind EvidenceusedtosupportChomsky sinnatistposition Virtuallyallchildrensuccessfullylearntheirnativelanguageatatimeinlifewhentheywouldnotbeexpectedtolearnanythingelsesocomplicated i e biologicallyprogrammed Languageisseparatefromotheraspectsofcognitivedevelopments e g creativityandsocialgrace andmaybelocatedinadifferent module ofthebrain Thelanguagechildrenareexposedtodoesnotcontainexamplesofallthelinguisticrulesandpatterns Animalscannotlearntomanipulateasymbolsystemascomplicatedasthenaturallanguageofa3 or4 year oldchild Childrenacquiregrammaticalruleswithoutgettingexplicitinstruction Therefore children sacquisitionofgrammaticalrulesisprobablyguidedbyprincipleofaninnateUGwhichcouldapplytoalllanguages 2020 4 5Fall2003 52 38 52 Innatism It sallinyourmind Thebiologicalbasisfortheinnatistposition TheCriticalPeriodHypothesis CPH Lenneberg Thereisaspecificandlimitedtimeperiod i e criticalperiod fortheLADtoworksucces